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L.O.1 To be able to read and write whole numbers up to To be able to give a number lying between two given numbers.

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2794 Q. What is this number?

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Q. What number is it now?

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Q. What is the value of the 3 in each number?

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Q. Which numbers could come between these? Q. Which is the smaller number? Q. Which is the larger? Q. How do you know?

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3861 Q. What is this number?

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Q. What is the value of the 8 in each number?

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Q. Which numbers could come between these? Q. Which is the larger number? Q. Which is the smaller number? Q. How do you know?

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L.O.2 To be able to use the vocabulary of comparing and ordering numbers including the symbols.

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Copy into your books….. This means Greater than This means Equal to This means Less than

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Copy these pairs of numbers into your book and insert the correct sign:

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What do you think this sign means?

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We are going to list a set of multiples of Which numbers could go in the box? Could 320 go in the box?

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Which numbers could go in the box now? Copy this into your books. We are going to list the numbers which can go in the box on a number line.

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These numbers can go into the box now. They should be multiples of 10 from 270 to

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Which numbers could go into this box? Copy the statement into your books and insert the correct multiples of 30… Record them on a number line.

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Copy and complete

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With a partner write some statements of your own. Prisms: 8 statements using 4-digit numbers and multiples of 30,40 and 50. Spheres:6 statements using 4-digit numbers and multiples of 20, 40 and / or 50. Tetrahedra: 5 statements using 3 or 4-digit numbers and multiples of 20 or 40

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Draw the following in your books: I will roll a die 6 times. Each time you should place the number rolled in one of the boxes so that the number statement is true. We will play this several times.

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Q. Which two 3-digit numbers could you make with these six digits that will have the greatest difference between them? Q. Which two numbers will have the least difference?

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By the end of the lesson the children should be able to: Compare and order numbers, understand and use the symbols:

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L.O.1 To be able to order a set of integers less than 1 million.

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In your book write a 5-digit number.

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Q. Could your number go in the box? Q. Which other numbers could go in the box?

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L.O.2 To be able to order a set of positive and negative integers (e.g. on a number line, on a thermometer). To be able to calculate a temperature rise or fall across O degrees Centigrade.

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What temperature is this?

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Order these temperatures: 20 degrees6 degrees 14 degrees40 degrees 28 degrees2 degrees Q. What type of weather would you link with each temperature?

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Copy these pairs of temperatures into your book and ring the one which is lower : 1. -7, , , , , ,-12 Make up some pairs of temperatures to test your partner: Prisms do 10 using a range from 25C to -25C Spheres do 7 using a range from 20C to -20C Tetrahedra do 5 using a range from 15C to -15C

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Put these temperatures in order in your book starting with the coolest: Q. What is the highest / lowest temperature? Q. What is 10C cooler than 3C?

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Q. What is the difference in temperature between Moscow and Buenos Aires? Look at, then complete, Activity Sheet 1.2 When you have finished test your partner with some other temperature differences.

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On another day in June when the temperatures were different two places had a temperature difference of 15 degrees. Which two places might they have been? What might the temperatures have been? EXPLAIN! We are going to record your results.

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Draw this table in your books: Place 1 and temperature Place 2 and temperature Difference

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By the end of the lesson children should be able to: Use negative numbers in the context of temperature.

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L.O.1 To be able to order a given set of positive and negative integers. To develop calculator skills and to use a calculator effectively

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Sequence these numbers in your books in ascending order: Q. Which is the smallest number? Q. Which is the largest number?

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O.H.P. CALCULATOR

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Q. If I start at 32 and count back in steps of 7 what will the first negative number be? Copy into your books and predict the first negative number for each of these sequences: start step back predicted number

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L.O.2 To be able to solve a problem by representing and interpreting data in tables, charts and diagrams.

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Look at Activity Sheet 1.3 Q. What was the temperature in Brussels on 1 st January? Q. What was the temperature in Brussels on 1 st March? Q. What was the temperature in Irkutsk on 1 st February?

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Temperature in Brussels on 1 st August = 1C + 2C + 4C - 1C + 4C + 5C + 3C - 1C = 17C In pairs find the temperatures in Brussels and Irkutsk on 1 st October. Q. How might it be possible to use the grid on Activity Sheet 1.3?

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Using small crosses plot the temperatures for Brussels on the grid. Do the same for Irkutsk using a different colour.

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Answer these: Q. When was it coldest in Irkutsk? Q. When was it warmest in Brussels? Q. What is the difference in temperatures in March? Q. Which month has the greatest temperature difference? Q. When are the temperatures closest together? Q. For how many months was it below freezing in a] Brussels b] Irkutsk? Make up two questions of your own to ask a partner.

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What do you think this shows?

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Q. What was the difference in temperature between 7 a.m. and 3 p.m.? Q. Between which two hours was there the greatest rise in temperature? Q. What do you think could have happened between 11 a.m. and 2 p.m.? Q. If it was 12C colder outside, what was the outside temperature at 6 a.m.; 6 p.m.?

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By the end of the lesson children should be able to: Use negative numbers in the context of temperature. Use the constant function on a calculator. Interpret data and graphs.

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